Markers. Post it notes. Description:

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1 Chalk Talk minutes Poster paper (enough for 4 groups) Markers Post it notes Divide the group into the four subgroups. Provide the topic for discussion. Allow all group members to contribute to the discussion.by WRITING ONLY. Once time is called the topic can t be discussed neither orally nor in writing. The collaborative group moves to the next activity. Note: There is no talking during Chalk Talk. The only way to communicate is through writing.

2 Synectics World (Do Now/Intro Activity) Photo that stimulated thinking about the main topic of the workshop LCD projector or Laptop (possibly) document camera Problems cannot be solved by thinking within the framework in which the problems were created. Albert Einstein Objectives: Vocabulary: Participants will identify their relationship to the synectics photo. Synectics an innovative, creative process that supports people in furthering their understanding of creativity. Facilitator Will: Project the photo, which relates to the upcoming learning activities, on the screen Invite the participants to reflect on the photo through the essential question Share the essential question: As you reflect on this photo, what might be a metaphor that comes to mind in relation to leadership? Participants will: Write their reflections (possibly a metaphor) that relate to the photo; respond to the essential question Share their reflections in pairs or small groups Share out as a whole group as time allows Assessment: Reflection sheets

3 Differentiated Strategies Carousel minutes chart paper Markers In groups, teachers walk around the room and respond to prompts on chart paper. Groups can be made according to teacher need, can be random, or as based on grade level or content area. In this case, the prompts are on differentiated instruction based on readiness, interest, and learning profiles. Teachers discuss strategies and write them down based on ones they have used before, and/or ones they have seen used. This serves as an assessment to clear up any misconceptions and solidify understanding. It also moves teachers closer towards application. It can provide teachers with a list of strategies as scaffolding if necessary.

4 Pre Post Continuum 5 minutes each chart paper Markers If there is a challenging or difficult topic that will be addressed in your session, create a continuum map that plots five or so key attitudes or understandings along a continuum of understanding. This helps the presenter know his/her audience so that the presenter can ensure content/activity watch during the session. It also creates movement during a session, which is always good. It helps all participants see knowledge and attitudes of the room. Doing a post at the end helps move the participants to demonstrating an increase in understanding at the end of the session.

5 Chocolate Box (Discussion/Meaning/Follow Up) minutes chocolates small slips of paper You have a box of chocolates with a phrase/question stuck on the bottom (examples What I learned most from this activity.what I don t understand is.what really impressed me was. ). Pass the chocolate box around each participant picks a piece of chocolate, but will only be able to eat it if he/she answers the question/s.

6 Engaging Emotions (Assessment Practices) none Before beginning instruction on assessment practices, ask the attendees to remember a best and worst experience in testing or assessment (can include auditions, try outs, etc ) from childhood to the present time. Advise to use fictional names of people, schools, etc. Ask for volunteers to share their stories or read the worst stories. This allows for activation of memories of how they felt hopefully this creates a fire in the belly so they will avoid making such errors when working with their own students. Follow this with the best experiences, so there will be positive models to emulate. This strategy can also be used for best/worst principals, supervisors, etc. if PD is being provided to those groups.

7 Wiki (Follow Up) computer, Internet access This is way to organize and monitor your follow up after a workshop or training. Create a free wiki site where you can have people contribute ideas, discuss ideas, post links, videos, etc. As the facilitator, you can add resources, lead discussions, and give feedback. wikispaces.com

8 The True Story of.. (insert topic here) 10 to 15 minutes 8.5 X 11 sheet of paper folded in half Step 1: Before the session, fold paper in half (hamburger style). With the fold on the top, on the 1 st page write Once upon a time.. Then the learner writes in where they are in their own learning relative to the topic. Step 2: During the presentation, pause and open the booklet. On the top half, the learner writes And then.. The learner then writes a key idea or something they are wondering about or intrigued by during the presentation so far. Step 3: Stop again at an intentional point in the presentation to repeat Step 2 on the bottom half of the booklet. Step 4: At the end of the presentation, on the back of the booklet, the learner writes Finally. And then writes one key learning related topic and/or one key action step they will take as a result of the learning.

9 Photo Connect 5 10 minutes Color photos 2 per participant As the participants come in, have them pick one photo that speaks to them. To start the session and activate prior knowledge, have the participants: a. Reflect on how the photo they chose is like. (This could be anything.) For example, have them reflect on how the photo is a like a child struggling with reading. (1 minute) b. Group Share Each person around the table shares their photo and their reflection. (5 minutes) c. Have participants individually list characteristics. (1 minute)

10 Tuning Protocol 45 minutes 1 hour writing supplies 1. Set the tone intro members. 2. Presenting member shares key question or issue for which feedback is desired 3. Team listens and takes notes 4. Team asks clarifying questions 5. Presenter removes him/herself from the group 6. Group discusses issues with recommendations 7. Team invites presenter back to the group 8. Presenter receives warm/cool feedback 9. Presenter shares what he/she heard as feedback Facilitator and timekeeper need to be identified from the get go.

11 Pre Assessment Quiz minutes photocopies of a relevant multiple choice quiz This is a great way to pre assess participant knowledge while helping them connect with what they do know and don t know about a topic. It works particularly well with subjects about which there are a lot of common myths or misconceptions. Develop 5 to 10 questions related to these myths or misconceptions with four answers a piece. Participants will fill it out at the beginning of the session. The presenter than goes over the answers with a show of hands for ABCD, or it can be made kinesthetic by making it a four corners activity. Participants then correct their own quiz. After going over the answers, have the participants share about what they learned and what surprised them.

12 Meeting/Workshop Protocols 10 minutes at opening flips chart paper and markers In table groups, ask them what the protocols for the date must be regarding the following: Electronics Participation Breaks Respectful dialogue Post, share, and gather.

13 Move It about 5 minutes every 30 minutes of the session Plan quick movement activities for participants to do every 30 minutes. Plan the activity with a song so that members of the group know that when the song is over so is their Move It break.

14 Collaborative Professional Development a. Based on need, allow staff members to go to another school to interact with other colleagues on a specific topic. b. If two districts have the same in service day, coordinate so that one site can offer a specific topic or presenter and vice versa.

15 What? So What? Now What? Journaling journal, writing supplies a. Present a topic. After the topic is presented, the participants summarize what is important to them; major points. b. In the so what section, the participants indicate why this is important. c. Now what is when the participants indicate how the new info will help them change their behavior, approach, understanding, etc.

16 Follow Up Application a. Use technology to show application of learning and use as a follow up to build on learning b. Examples

17 Reflection 10 minutes paper a. Write three things you learned from today s professional learning. ] b. Write two questions you still have about today s topic. c. Write one idea that you will implement in your instruction.

18 Engaging the Emotions When discussing a new concept, stop and ask participants, What are your feelings about using this strategy?

19 Continuum signs for strongly agree, agree, disagree, strongly disagree Provide participants with a debatable statement. Provide time for personal reflection. Have individuals decide their positions on the continuum through writing or journaling. Participants move to the corners of the room based on their positions. Share in a dialogue to hear various viewpoints. Participants should move from place to place if their position changes based on shared information.

20 Family Feud/The Unfair Quiz Show 1. Download a Family Feud PPT template or a quiz show template 2. Modify to fit your questions can be open ended, True/False, or multiple choice 3. Play the game

21 1, 2, 3 Closure 1. Participants have a set amount of time to find one person and share an idea or lesson learned. 2. Participants have a set amount of time to find a different person and then share two ideas or lessons learned. 3. Participants have a set amount of time to find a different person and then share three ideas or lessons learned.

22 Square/Circle/Triangle 5 minutes blank paper or prepared paper 1. Have participants draw a square, circle, and triangle on a piece of paper or provide them with a pre drawn paper. 2. In each shape, the participant fills in the following: a. Square something I m square on b. Circle what s circling in my head c. Triangle something that pointed me in the right direction

23 Parking Lots chart paper, sticky notes, pens, markers The presenter tells the participants at the beginning of the workshop that this option is available to allow participants to ask questions throughout the day without constantly raising their hands. Participants are allowed to pick up a sticky note at their table. They write their questions on their sticky notes and put their questions on the chart paper that is posted throughout the room during specified break times. The presenter goes to the parking lot to pick up the questions for them and gives answers throughout the day or at a specific time.

Formative (Informal) Assessment Strategies Most of these actives can also be thought of as engagement strategies in addition to assessing what students know and can do. ACTIVITY Quick Write DESCRIPTION

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